Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver MARG003, 'Manage an engine room and small engineering team'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage an engine room and small engineering team' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Organise engine room for departure | 1.1 | Fuels, lubricating oil, liquefied petroleum gas (LPG) and refrigeration gas required for proposed voyage are obtained |
1.2 | Flammable and explosive materials are stowed and managed according to regulatory and organisational requirements | ||
1.3 | Planned maintenance tasks to be completed during proposed voyage are verified | ||
1.4 | Spares and consumables required for proposed voyage are acquired | ||
1.5 | Work health and safety (WHS)/occupational health and safety (OHS) hazards in engine room are identified, risks are assessed and corrective actions are taken and recorded according to organisational practices | ||
2 | Manage daily engine room routine | 2.1 | Engine room routine is organised and duties for engineering team are defined |
2.2 | WHS/OHS roles and responsibilities of engineering team are defined | ||
2.3 | WHS/OHS procedures are communicated to engine room crew | ||
2.4 | WHS/OHS issues raised are acknowledged and resolved promptly | ||
2.5 | Permits for hot work, confined space entry and other high risk activities are completed according to organisational and regulatory requirements | ||
2.6 | Engineering team members are allocated daily maintenance tasks according to planned maintenance system or breakdown maintenance | ||
2.7 | Procedures for collecting and sorting engine room waste from cleaning and maintenance tasks are defined and communicated to engineering team | ||
3 | Manage engineering team | 3.1 | Performance expectations are communicated clearly to engineering team |
3.2 | Performance expectations are assessed objectively against workloads and engineering team capabilities to ensure satisfactory completion of assigned tasks | ||
3.3 | Potential and current issues and problems arising within crew and/or individuals are identified and acted on according to organisational and legislative requirements | ||
3.4 | Effective communication is developed and maintained with team and management | ||
4 | Manage engineering procedures in port | 4.1 | Planned and breakdown maintenance activities to be conducted in port are arranged to facilitate operational efficiency of vessel |
4.2 | Permits for hot work, confined space entry and other high risk activities are completed according to organisational and regulatory requirements | ||
4.3 | Sound business relationships with contractors are established and maintained to ensure effective communication and early identification of potential service delivery problems | ||
4.4 | Contractual disputes with contractors that arise are managed according to contractual requirements, using established mediation mechanisms | ||
4.5 | Removal of sludge, sewage and engine room waste is arranged | ||
4.6 | Procedures for removal of sludge, sewage and engine room waste are followed according to regulatory requirements and organisational procedures | ||
5 | Manage engineering emergencies | 5.1 | Information is received regarding scope and severity of emergency |
5.2 | Information is analysed to determine appropriate response | ||
5.3 | WHS/OHS risks are identified and action is taken according to organisational procedures | ||
5.4 | Actions are taken to reduce effect of incident according to organisational procedures | ||
5.5 | Incident is monitored for any changes and appropriate responses are taken according to organisational procedures | ||
5.6 | Communications are established with support services and relevant stakeholders, where appropriate | ||
5.7 | Reports and debriefings are completed according to organisational procedures | ||